Attracting, Retaining, and Serving Hispanic Students and Families

Dr. Frank Lucido, Associate Dean, Professor

Texas A&M University-Corpus Christi

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Of Every 100 Latino Kindergartners:

63 Graduate from High School

32 Complete at Least Some College

11 Obtain at Least a Bachelor’s Degree

(24 Year-Olds)Source: US Bureau of Census, Current Population Reports, Educational Attainment in the United States; March 2000, Detailed Tables No. 2

Data

U.S. Total and School-Age Population by Race and Ethnic Group, 2000 and 2030

“By 2030, over 40 percent of the U.S. population is projected to be“minority,” with Hispanics comprising at least half of that share, or at leastone in five U.S. residents.”

Sources: Gibson, Campbell and Kay Jung. 2002. “Historical Census Statistics on Population Totals by Race, 1790 to 1990,

“There is little dispute that successive generations of Latinos tend to outperform their parents, if those parents are very undereducated. In twenty-first-century America, however, it is not sufficient for each generation to advance from, say, a sixth grade education to an eighth grade education. Latinos for the most part are now stalled at the level of high school completion with dropout rates remaining very high across generations. Only one in ten Latinos has a college degree, compared to more than one in four white Americans and has not increased for more than two decades, while for all other groups the percentage of the population with degrees has increased substantially over that period.”

Gandara, P. (2009). The Latino Education Crisis, The Consequences of Failed Social Policies. United States of America: First Harvard University Press. (4-5).

“If the Latino population were a small percentage of the overall population, this trend might be unfortunate, but not terribly consequential, for society as a whole. But because Latinos are the nation’s largest and fastest-growing ethnic minority group, it matters very much to everyone how well these students fare in school. The Center for Public Policy and Higher Education has projected that if California does not immediately begin preparing more underrepresented students for higher education, by 2020 the state will experience an 11 percent drop in per capita income, resulting in serious economic hardship for the state’s population. California is likely to experience the steepest drop because of its very large and undereducated Latino communities, but Arizona, Texas, and other states with high percentages of Latinos are also projected to see declines in per capita income over the period. To understand the effects of such a decline per capita earnings, it is useful to know that the present-day economy of California is in fact the result of a 30 percent increase in per capita per income since 1980. With no evidence of an imminent turnaround in the rate at which Latino students are either graduating from high school or obtaining college degrees, it appears that both a regional and national catastrophe are at hand.”

Gandara, P. p. 5

Catholic School Enrollment and Percentages by Ethnic Background                                  Elementary/Middle                  Secondary                           All SchoolsNational                         Number         %       Number    %       Number   %          

American Indian/ Native Alaskan

6,231 0.4%   2,155 0.3%   8,386 0.4%

Asian 70,594 4.3%   25,884 4.1%   96,478 4.2%

Black 122,601 7.5%   52,317 8.2%   174,918 7.7%

Hispanic 213,792 13.1%   75,110 11.8%   288,902 12.7%

Native Hawaiian/Pacific islander

12,828 0.8%   4,946 0.8%   17,774 0.8%

Multiracial 52,814 3.2%   17,309 2.7%   70,123 3.1%

White 1,150,833

70.5%   453,565 71.2%

  1,604,428

70.7%

Unknown 3,812 0.2%   6,092 1.0%   9,904 0.4%

Total 1,633,535

100.0%   637,378 100.0%

  2,270,913

100.0%

 

The mark of a truly educated man is to be

moved deeply by statistics.

George Bernard Shaw

Commitment to Catholic Education for All Students

In 1999, John Paul II’s exhortation, The Church in America, the Pope clearly states that Catholic schools play a vital role in the evangelizing mission of the Church.

In Catholic Schools on the Threshold of the Third Millennium, it is stated that Catholic schools are at once places of evangelization, of complete formation, of inculturation, of apprenticeship in a lively dialogue between young people of different religions and social backgrounds.

Commitment to Catholic Education for All Students

Catholic parish schools face the challenge of addressing the spiritual, educational, social, and cultural needs of a new wave of immigrants. In responding to the needs of these individuals, we must continue our evangelizing efforts by maintaining our schools’ Catholic identity and mission. It is critical that we work with our people to erase any lines of prejudice and bias that may exist and create welcoming communities for immigrants. People involved in this effort often suffer from meager human and financial resources. We need to seek support from larger Church and civic communities to assist in this work. (Renewing Our Commitment to Catholic Elementary and Secondary Schools in the Third Millennium)

Research in Catholic Education

While 75% of Latino immigrants are Catholic, only 3% send their children to Catholic schools. (University of Norte Dame)

In Catholic schools, it is said that such students are 50% more likely to graduate from high school, and 250% more likely to go to college than their peers in public schools.

Research in Catholic Education United States Department of Education, The

National Catholic Educational Association, and other independent agencies show that Catholic Schools make a major impact in closing the achievement gap for poor and minority students in inner city environments. Catholic schools have a lower drop out rate (3.4%) than public and other private schools (11.9%) Ninety-nine percent of Catholic high school students graduate, and 97% go on to some form of post-secondary education. Catholic schools students continue to score well on standardized tests in subjects such as reading, mathematics, social studies, and science, often surpassing standards establish by federal and/or state agencies.

Renewing Our Commitment to Catholic Elementary and Secondary Schools in the Third Millennium, 2005

We must also serve Hispanic/Latino population which makes up 39% of our current Catholic community. Hispanics/Latinos make up 41% of Catholics under the age of thirty, and 44% of Catholics under the age of ten. It is currently estimated that by the second decade of this century, the Hispanic/Latino population will compose 50% of all Catholics in the United States. Catholic parishes and schools must reflect on this reality and reach out and welcome Hispanics and Latinos into the Catholic faith communities in the United States. (Renewing our Commitment to Catholic Elementary and Secondary Schools in the Third Millennium, 2005)

Norte Dame Study Making God Known, Loved, and Served: The Future of Catholic Primary and Secondary Schools in the United

States (2005) Historically, Catholic schools in the United States

have played an important role in incorporating European immigrants into the Church and in providing a quality education for their children. Today, Latino Catholics represent a similar opportunity and call, with well over half of all Latino school children being the U.S. born off-spring of immigrants or immigrants themselves. Although nearly three quarters of Latino immigrants are Catholic, their children and grandchildren are much likely to be Catholic. Further, academic outcomes for Latino students attending public schools on average have been poor. Thus both the needs and opportunities to expand the presence of Catholic schools in Latino communities are clear.

Making God Known, Loved, and Served: The Future of Catholic Primary and Secondary Schools in the United

States (2005)

Obstacles to overcome to expand Latino Enrollments in Catholic Schools

a. Perceptions among many Latin American immigrants that Catholic schools are for the elites.

b. Financial concerns surrounding tuition. c. Linguistics Barriers d. Cultural Barriers

Perceptions of Catholic Schools for Elites

Diversity among Hispanics/Latinos- U.S. Born Hispanics-Acculturation-

Assimilation Central American Hispanics Caribbean Region Hispanics/Latinos South American Hispanics/Latinos European Hispanics/Latinos

Financial Constraints

2000 Census Tract - % Less Than High School

www.socialexplorer.com

Economic Obstacles

♦ Harris Interactive Survey

– Many parents and young adults are not aware of basic sources of financial aid:

62% of all parents and 65% of young adults planning to attend college did not name grants.

64% of all parents and 71% of young adults planning to attend college did not name loans.

83% of Hispanic-American parents did not mention grants, compared to 58% of white parents.

– 26% of young adults not currently in college would have been more likely to attend if they had better information about financial aid.

– Low-income parents were three times more likely to say they had “no idea” how to pay for college, compared to parents with incomes over $75,000.

Data on Hispanics

Overall high school drop-out rate at 30% and drop out rate substantially higher in most urban areas-Hispanics are leaving school at 2.5 times the rate for African Americans teens and 3.5 times the rate for while, non-Hispanic kids. Only 54% of Hispanics over 25 have graduated from high school and only 9.3% from college.

This compares with 83% and 24% respectively in the general U.S. population. Hispanics endure a poverty rate of over 25%--double the national average.

Data on Hispanics

These figures should not just worry U.S. Hispanics. By some estimates, Hispanics will comprise nearly 40% of the U.S. populations by 2010 and over half the population by 2050. If Hispanic poverty and low educational achievement persist unchallenged, it is hard to imagine how general prosperity in the U.S. can be maintained through the next century.

(A. Aguilera-Titus, Asst. Director Secretariat for Hispanic Affairs, U.S. Catholic Conference)

2000 Census Tract - Per Capita Income: Hispanic

www.socialexplorer.com

2000 Census Tract - % Hispanic Income Below Poverty Level

www.socialexplorer.com

Linguistic Concerns

IN TRESPASS TO TRY TITLE TO TRACT OF LAND WHERE THE STATE IN ORDER TO ESTABLISH THAT TRACT HAS A VACANCY IN PUBLIC DOMAIN ATTACKED VALIDITY OF A CORRECTED PATENT GRANTED TO DEFENDANTS’ PREDECESSOR. COURT OF CIVIL APPEALS BY REVERSING JUDGMENT OF TRIAL COURT IN FAVOR OF STATE HOLDING CORRECTED PATENT VOID, AND BY DENYING RECOVERY TO STATE, DIRECTLY UPHELD EXISTENCE OR CORRECTED PATENT SO AS TO PRECLUDE STATE BECAUSE OF STARE DECISIS, FROM THEREAFTER CHALLENGING VALIDITY OF CORRECTED PATENT AGAINS SAME DEFENDANTS. ALEXANDER v. STANOLIND OIL & GAS CO. (CIV.APP.1917) 192 S. W. 781,

REF. N. R. E.

Running as Fast as I can!

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English ELL

Kinder

First

Second

Third

Fourth

Fifth

Sixth

Language Proficiency

SUP MODEL CUP MODEL

Separate Underlying Proficiency Common Underlying Proficiency

From Cummins, 1981

National Literacy Panel For Language Minority Children and Youth (2006)

Findings on Language of Instruction

In summary, there is no indication that bilingual instruction impedes academic achievement in either the native language or English, whether for language- minority students, students receiving heritage language instruction, or those enrolled in French immersion programs. Where differences were observed, on average they favored the students in a bilingual program. The meta- analytic results clearly suggest a positive effect for bilingual instruction that is moderate in size.

(Francis, Lesaux, and August 2006, p. 397)

Cultural Concerns

Read the paragraph below and answer the questions that follow.

A hair raising century by Australian opener Greene Wood on Friday set England back on its heels in the third test at the Melbourne Cricket Ground. Unfortunately, living dangerously eventually cost the Australians the match. Wood was caught out of his crease on the first over after lunch. Within ten more overs, the Australians were dismissed. Four were dismissed by dangerous running between balls from the batsmen’s wickets. The three remaining batsmen were caught by English fieldsmen. One was caught as he tried for a six. When the innings were complete the Australians had fallen short of the runs scored by the English.

Were you able to understand the paragraph?

Could you explain it to someone else?

If not, what would help you to understand it better?

Processes in Culture

Enculturation/Socialization Acculturation Accommodation Assimilation Anomie

CulturalValues

EnculturationSocialization

Practices

Learning Style

Incentive Motivational Styles

Human Relational Style

Communication Style

Cognitive Style

Learning Styles

Field Sensitive Learning Styles vs. Field Independent Learning Styles

(Ramirez and Castaneda)

COMMUNICATION STYLES AND LANGUAGE CONSIDERATIONSCeleste Roseberry-McKibbin, Ph.D.

California State University, SacramentoAnd

Elk Grove Unified School District

Many Hispanics utilize the social script of simpatica, which emphasizes harmony, empathy, and positive interpersonal relationships

Standing and sitting quite close to others is acceptable

When talking with adults, children may lower their heads and avoid eye contact as a sign of deference

When adults are talking, children are expected to not interrupt

Children interact verbally more often with siblings and peers than with adults

When children converse with adults, they may show a reluctance to provide more information than is requested. To “go on” might be viewed as disrespectful.

Adults do not generally ask children to repeat facts, foretell what will happen, or voice their preferences

Parents may not consider it a priority to teach their children basic concepts such as shapes, letters, colors, numbers, etc.

Instead, respect and politeness are emphasized. Many Mexican mothers view themselves as “mothers” rather than “teachers.”

Children may do best in cooperative, warm, nurturing group environments, not competitive individualistic situations

There are numerous Spanish dialects. They may differ especially in terms of vocabulary.

The diversity in Spanish dialects is very great.

Roseberry-McKibbin, C. (2008). Multicultural students

with special language needs: Practical strategies for assessment and intervention (3rd ed.). Oceanside, CA: Academic Communication Associates.

Roseberry-McKibbin, C. (2007). Language disorders in children: A multicultural and case perspective. Boston: Allyn & Bacon.

Strengths of Hispanic/Latino Students and Families

FaithFamilyDedication to Cause

Funding State Diocese Type of funding

Arizona Phoenix Scholarship

California Sacramento Scholarship, grant

Stockton Scholarship, tuition assistance

Georgia Savannah Scholarship, grant

Illinois Chicago (Archdiocese)

Full tuition scholarship, $1000 (one time award)

Rockford Scholarship

Indiana Lafayette in Indiana

Scholarship, education trust (financial assistance), financial aid

Kentucky Lexington Scholarship

Funding (cont.)State Diocese Type of funding

Kentucky Louisville (Archdiocese)

Scholarship

Nebraska Lincoln Grant, scholarship

Ohio Toledo Scholarship

Tennessee Nashville Scholarship

Texas Forth Worth Grant

San Antonio Grant

Washington Seattle Scholarship

Possibilities

Feria para Aprender Café con Leche Staff development for teachers and

administrators on cultural and linguistic needs of Hispanic/Latino students.

Allocate finances and the necessary resources by teaming with business community.

Commitment to mission must come from the highest levels of leadership.

There must be an intentional campaign to enroll students in the neighborhoods into school programs-assess the realities in the neighborhood.

Possibilities

Create scholarship programs. Identify best practices for the education of

Hispanics/Latinos. Promote leadership development among

Hispanic/Latino community. Promote the concept that local business can

become involved in confronting the issues of low educational attainment.

Public relations campaigns at local parish level by Hispanic/Latino families in the community.

Special schools such as the Solidarity Schools that have been established especially to serve the cultural and linguistic needs of Hispanic/Latino immigrants.

Are these correct?

9 + 1 = 10

7 + 3 = 10

7 + 6 = 1

8 + 6 = 2

12 + 4 = 4

1 + 5 = 6